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24 Oct 2007 : Column 430W—continued
Data from the Open University show the following awards to serving prisoners:
| Open University | ||||||
| Academic year | Certificate awards | Diploma awards | Unclassified degree | Honours degree | Taught masters | Total |
Further Education: Disabled
Mr. Willetts: To ask the Secretary of State for Innovation, Universities and Skills how many people claiming incapacity benefit, severe disablement allowance or disabled living allowance have taken courses at further education colleges in each year since 1997; and how many courses were taken by those people. [156958]
Bill Rammell:
The Learning and Skills Council (LSC) does not collect specific information on whether learners are claiming incapacity benefit, severe disablement allowance or disabled living allowance. The individualised learner record (ILR) does, however, include information on whether learners consider themselves to have a learning difficulty and/or disability. This is reported annually in a Statistical First Release (SFR) published by the LSC since 2002-03. The following table shows the number of starts in further education institutions who
consider and have self-declared themselves to have a learning difficulty and/or disability.
| Starts (thousand) | |
| Source: SFRs: Further Education and Work Based Learning—Learner Outcomes in England 2005-06 and 2004-05 | |
Get On Campaign
Mr. Willetts: To ask the Secretary of State for Innovation, Universities and Skills what the targets of the Get On campaign are; and how much money has been allocated to the campaign. [156596]
Mr. Lammy: The Get On campaign’s targets are to raise awareness of literacy and numeracy skills issues, reduce the stigma attached to English and maths skills needs and motivate adults to take action to improve their skills, contributing to the PSA target of 2.25 million adults improving their basic skills and gaining a qualification by 2010.
In terms of awareness, the Get On campaign is one of the most well-known Government advertising campaigns with 93 per cent. of the target audience reporting awareness of it in 2006. In terms of reducing stigma, our ongoing tracking research shows the likelihood of taking a basic skills course among the target audience has increased from 14 per cent. in 2002 to 34 per cent. in 2006. In terms of motivating adults to improve their skills, over 350,000 people have called the helpline in direct response to the campaign, with many more contacting learning providers directly. 1,759,000 adults have improved their skills and gained a qualification since 2001 and we are on course to meet the 2010 PSA target.
In 2006-07, £2,516,000 was allocated to the Get On campaign.
Higher Education
Mr. Rob Wilson: To ask the Secretary of State for Innovation, Universities and Skills what proportion of university students have parents in the (a) A, (b) B, (c) C, (d) C1, (e) D and (f) E social groupings. [155792]
Bill Rammell: The latest available information is shown in the table. The figures include acceptances on full-time undergraduate courses in the academic year 2006/07 for students who applied through the Universities and Colleges Admissions Service (UCAS). They do not include acceptances on full-time undergraduate courses for students who applied directly to higher education institutions or part-time undergraduate courses.
The latest data for English domiciled students applying for entry in 2007 show that the proportion of students from lower socio-economic groups increased slightly compared to the corresponding data in 2006.
Higher Education: Student Numbers
Mr. Rob Wilson: To ask the Secretary of State for Innovation, Universities and Skills what percentage of young people are undertaking degrees and other advanced courses at universities. [155655]
Bill Rammell: The main measure for tracking progress on increasing participation is currently the Higher Education Initial Participation Rate (HEIPR). This is the sum of the HE initial participation rates for individual ages between 17 and 30 inclusive. It covers English-domiciled first time entrants to HE courses, which are expected to last for at least six months, at UK Higher Education Institutions and English, Scottish and Welsh Further Education Colleges, and who remain on their course for at least six months. The latest available figures are shown in Table 1:
| Table 1: Higher Education Initial Participation Rate for 17-30 year olds | ||
| HEIPR: (%) | Number of initial participants | |
| Note: The HEIPR is usually published to the nearest integer, but the figures are included to one decimal place to inform comparisons over time. Numbers are quoted to the nearest thousand. Source: “Participation Rates in Higher Education: Academic Years 1999/2000-2005/06 (Provisional)”, published by DfES. | ||
Figures for the young 17-20 age group are shown in Table 2:
| Table 2 : Higher Education Initial Participation Rate for 17-20 year olds | ||
| HEIPR20: (%) | Number of initial participants | |
| Note: The HEIPR is usually published to the nearest integer, but the figures are included to one decimal place to inform comparisons over time. Numbers are quoted to the nearest thousand. Source: “Participation Rates in Higher Education: Academic Years 1999/2000-2005/06 (Provisional)”, published by DfES. | ||
Mr. Rob Wilson: To ask the Secretary of State for Innovation, Universities and Skills how many students graduated with a (a) first and (b) advanced degree in each of the last 15 years. [155663]
Bill Rammell: The available information is given in the table. Information for 1991/92, 1992/93 and 1993/94 is not available on a comparable basis for higher education institutions in England.
| Postgraduate and first degrees obtained at higher education institutions in England, 1994/95 to 2005/06 | ||||
| Academic year | Doctorates | Masters | Other postgraduate( 1) | First degree |
| (1) Includes those obtaining PGCEs, postgraduate bachelors degrees, postgraduate diplomas and certificates. (2) These figures from 2000/01 include those qualifying from dormant modes of study. In 2000/01, around 25 per cent. of doctorate qualifiers obtained their qualification from a dormant mode of study. To illustrate the difference this makes to the figures, for 2000/01 figures have been provided for both methodologies. Note: Figures are rounded to the nearest 5. Source: Higher Education Statistics Agency (HESA) student record. | ||||
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